ME 4.1 Students apply media languages and technologies through genre conventions to construct media texts.

Ways of applying media languages and technologies:

·        adopt the narrative structure most commonly associated with a genre and format

·        follow the layout structure and publishing design used by the genre of choice

·        create characters that are easily recognisable and associated with genre, including stock characters, stereotypes and archetypes

·        set the scenes in locations with appropriate backdrops to match genre

·        use lighting in particular ways and for particular purposes common to the genre

·        record a soundtrack and use silence in ways that have become known by audiences as belonging to a specific genre

·        create opening sequences that make the genre easily recognisable to the audience

·        use camera shots, angles and movements that have become associated with specific genres.

Possible genre conventions:

·        utilise the classic narrative structure focusing on problem and resolution as used in television soap opera

·        design a broadsheet newspaper front page using a banner, headlines, copy and photographs arranged in columns

·        create villains and heroes for a melodrama

·        set a science fiction radio play in space or in a future world

·        use photographic lighting  to focus a viewer’s attention on a product in a magazine advertisement

·        record a voice-over of the main character in a detective play for the radio

·        create an opening sequence for a news program

·        use close-ups, wide angles and image manipulation to produce an advertisement

·        use close-ups, point-of-view shots and parallel editing of feet running in a chase scene.

Students may:

·        write scripts that follow the narrative structure of a soap opera program

·        construct radio or video documentaries using conventions such as studio interviews, narration, commentary, dramatic re-enactment and photographs

·        re-create the generic conventions of a sports commentary for a school game

·        develop a synopsis for a game show for kids using the generic conventions

·        use educational campaign conventions to construct an educational video, brochure or web page on a topic such as road safety

·        construct instructional board games educating an audience about environmental issues

·        contribute feature articles and photo spreads to the school newsletter

·        construct a game show for radio and television broadcast

·        create a radio play that blends conventions of horror and romance for a contemporary audience e.g. peers

·        use conventions from a classic superhero comic to create comic strips or animation sequences about an event in your school

·        produce travel programs about a school camp or excursion

·        create magazine covers suitable for a teenage audience

·        use music video editing techniques to produce a video about a school issue such as school uniforms

·        record radio or video interviews for a news program, using noddy shots, reverse shots and two shots

·        create biographies of a local identity using online publishing conventions.

 

ME 4.2 Students select media forms and apply technologies to construct and present media texts to target an audience.

Examples of media forms and accompanying texts:

·        print — storyboards, photographs, picture books, magazine ads, postcards, billboards, CD covers, leaflets and newsletters

·        television — television guides, trailers, opening sequences, advertisements

·        video —- front covers, posters, film clips, magazines and spin-off products

·        film — posters, reviews, spin-off products and press kits

·        online — email, screen savers, web page and
e-zines

·        emerging technologies — video streaming.

Ways to apply technology processes:

·        use photocopiers to do print runs, reduction and enlargement for newsletters

·        apply tools of publishing for layout, image manipulation, word processing

·        use photographic technology to produce prints, digital images, scanned images, moving images

·        use projection for slides, film, video, DVD, audiovisual presentations on large screens

·        use editing technology to animate, sequence, title, insert, assemble, add effects

·        use audio technology to record, mix, fade and layer.

Students may:

·        construct and present a series of new designs for phonecards or mouse mats

·        construct and present visual sequences using camera shots and angles e.g. animated sequence for young children

·        adopt roles such as photojournalist, graphic artist, news reporter and contribute to the construction of a class production, such as a promotional campaign e.g. promoting a new tuckshop product line to peers

·        select and apply available technologies to design and construct a video cover, promotional poster or CD cover for a popular music group

·        use and apply technologies to create promotional materials for a new line of clothing designed for a current leisure trend or fad e.g. labels, website, bags, accessories, stickers, slogans, trademarks and logos for a youth audience

·        design draft layouts for picture books, posters, comics and magazine advertisements and present these changes to a possible publisher

·        re-present media texts by applying alternative technologies

·        design a marketing campaign for a new, existing or imaginary product.

 

ME 4.3 Students analyse the media languages and technologies used by them and others to construct representations using generic conventions.

Representations to explore:

·        cultures through interviews, news stories, advertisements, films, comedy shows, travel brochures, art galleries, museums, websites, festivals, cooking books, posters, documentaries

·        issues through music video clips, magazines, e-zines, talk-back shows, chat rooms, websites, news stories, comics, caricatures, current affairs programs

·        environments through maps, postcards, posters, atlases, travel brochures, personal and archival photographs, books, telephone books, calendars, souvenirs, virtual spaces

·        pasts, presents and futures through science fiction, silent, epic, documentary, fantasy and horror films and television shows, newsreels, letters, comics, video games, travel brochures, advertising, historical photographs, books, documents, festivals, museum exhibitions, re-enactments and simulated predictions through emerging technologies.

Analyse media languages:

·        (see Media Strand elaborations from Levels 2 and 3).

·        Analyse media technologies:

·        lighting e.g. soft, harsh, halo effect, shadows and contrasting

·        computer manipulation e.g. cut and paste, delete, alter, enhance, layer

·        camera lens e.g. telephoto, wide angle, soft focus, fish-eye, coloured

·        editing e.g. crop, morph, sequence, pace, parallel, animate

·        sound mixing e.g. fade, alter, overlay, mix.

Students may:

·        conduct a survey to examine which cultural groups are represented in advertising and which groups are absent

·        compile a folio of images of Australia and explore how the country is portrayed in the media

·        participate in a class discussion about how a film constructs the narrative from one character’s point of view

·        prepare an oral presentation that describes the use of a classic generic convention such as lighting in science fiction and mystery films

·        write articles that discuss how technology contributes to the creation of new generic conventions e.g. characters transforming through morphing in science fiction films

·        write reflections on their own use of music and narration in documentary films and describe how this influences the message being given

·        critique how the generic conventions used in an opening sequence set the scene of a film e.g. camera, lighting, music, sets, costumes

·        make judgments about the use of technologies and generic conventions in print genres

·        debate the effectiveness of particular generic conventions in representing youth issues, e.g. montage sequences, vox pops

·        determine the extent to which cultural stereotypes are used in advertising.